Read up on the latest at ACTFL
It is with a combination of gratitude and sadness that the ACTFL Board of Directors announces Howie Berman’s departure as Executive Director of ACTFL, effective October 31, 2023. While we will miss his strong leadership and unparalleled commitment to ACTFL’s mission, we wish him well in his future endeavors.
ACTFL is proud to announce that Drs. Kristin Davin and Francis Troyan will serve as Interim Editors of the association’s quarterly scholarly journal Foreign Language Annals (FLA) effective August, 2023. The current Editor, Dr. Julie Sykes, is stepping down to take on the role of Chief Innovation Officer at Lingro Learning.
ACTFL is expanding its team of presenters by supporting and mentoring our second cohort of Facilitators-in-Training (FIT). From the many who responded to the open invitation to join ACTFL as a workshop presenter, ACTFL selected eight educators to enter this presenter pipeline.
ACTFL is pleased to announce five newly elected and appointed members to its Board of Directors. L.J. Randolph, Jr. (President-Elect) of the University of Wisconsin-Madison; Michele Back (Higher Ed, at-large) of University of Connecticut’s Neag School of Education, Brandon Locke (PNCFL Regional Representative) of Anchorage School District in Anchorage, AK, Catherine Ousselin (K-12, at-large) of Mount Vernon High in Washington State, and Amanda Ramirez (CSCTFL Regional Representative) of Avon High School in Indiana will each begin their terms on January 1, 2023.
During its annual Convention & World Languages Expo to be held in Boston, November 18-20, 2022, ACTFL will celebrate with members, language advocates, and the world the launch of the Language Connects Foundation (LCF), a national not-for-profit and philanthropic organization created to uplift language educators and champion language education.
The US education system—with its promise to educate all—has been a model for the world, but it faces unprecedented challenges. The teacher shortage has recently received national attention, but the issue has been building for years. It affects some regions more than others; districts that serve rural areas and/or low-income pupils; and specific subject matter. Some states have responded by lowering the qualifications for individuals to be employed as teachers.